本文通过案例分析法、调查法、访谈法及课堂观察法，研究全身反应法在美国塔尔萨胡佛小学三、四年级学生汉语词汇教学情况。

首先，笔者根据课堂笔记、课堂观察、学生问卷调查及教师访谈结果，从笔者将近一年的教学案例中选取颜色词汇教学、方向词汇教学、数字词汇教学及反义形容词词汇教学四个案例，并以成功与失败的标准进行分类，总结全身反应法在美国零基础少儿汉语词汇应用情况。根据对案例的分析，笔者认为国际汉语教师在运用全身反应法教学设计及教学实施中应认识到：（1）全身反应法中抽象词汇的“具体化”是学生理解词汇的基础；（2）活动难度要“循序渐进”，“由听到说”，创设真实交际环境是能够帮助学生汉语词汇学习的重要方式之一；（3）讲解过程中结合文化讲解是能够帮助学生巩固记忆的重要途径；（4）全身反应法中动作的设计需考虑学生的文化背景；（5）全身反应法中动作的设计需要简单易懂，易于模仿。

其次，通过对83名美国胡佛小学三、四年级的学生的问卷调查及两名美国当班教师的访谈，笔者了解到目标学生及当班教师对于全身反应法在汉语词汇教学中的运用持积极态度，但需在课堂活动设计方面与课堂模式实施中有所改进。

本文的研究对美国零基础少儿汉语词汇教学提出了具体的建议，研究结果亦有助于全身反应法理论的进一步完善。

This research explores the Chinese vocabulary teaching situation of the 3rd and 4th grade students in Hoover Elementary School from the U.S.A by using case-study method, survey method, interview and class observation.

Firstly, the researcher chose four cases, which are color vocabulary case, direction vocabulary case, number vocabulary case and antonym adjective case, based on the researcher’s class notes, class observation, student surveys and teacher interviews. Moreover, the researcher divided the cases into two parts according to the standard of success in order to conclude the application of Total Physical Response to  American young beginners’ Chinese vocabulary learning process. The researcher supposed that the international Chinese teacher need to realize the following points on the TPR teaching design and implement based on the analysis of these cases:

First, concretization is the basis of students understanding the abstract words. Second, the difficulty of activities following the step-by-step rules of hearing to speaking and creating the communicative environment is an important way to help students to learn words. Third, combining Chinese cultures with words explanations is another vital method to help students remember words. Fourth, the action design of TPR need to consider students’ culture background. Fifth, the action design of TPR need to be easy enough for students to understand and imitate.

Furthermore, the researcher found that the application of TPR to the 3^rd and 4^th grade students learning Chinese vocabulary was successful based on the results of the survey on 83 students and the interview of 2 American teachers. But the researcher still needs to improve the application on activities design and teaching modes.

This research paper provides several significant and practical suggestions to American young beginners who want to learn Chinese vocabulary, and it also helps  the perfection of TPR.